people of his first pastoral charge, who both knew and loved him, -meaning that he was entirely and always undisguised, spoke his real thought, manifested his real feeling, whatever it might be, at the passing moment. In a character of this stamp there must of course be a great preponderance of good, else there could never be mistake nor more than one opinion concerning it.

Mr. Swett had made use of the means and opportunities which he had enjoyed in liberal measure for the cultivation of his powers, possessed a competent knowledge of several modern languages, was particularly well read in the best of the old writers in our own tongue, and his long residences at a distance from his native home had brought him into frequent contact with educated persons whose modes of thinking and mental manifestation are different from ours. All this contributed something to the singularity as well as the richness of his utterance. This singularity has been noticed in these remarks, not so much in the way of apology for it, as to mark its true character; for, beyond question, if it sometimes caused surprise and perplexity to strangers and mere acquaintances, at other times it constituted the delight of his friends, and like an irresistible charm, drew them round him and to him. It was far more conspicuous in his private conversation than in his written discourses. These were remarkable for reverence, unction, pathos, for plainness, directness and faithful dealing, and abounded in brief pointed antitheses; but were comparatively free from quaintness or peculiarity of expression. There was never any pedantry in them. The results of learning were plainly perceived by the educated hearer-the work manifestly proceeded from an active, disciplined, independent mind, which had its own way of viewing things and of presenting its views; but there was never any parade of learning. Young children listened to him, the uneducated, young and old, understood him, no one heard him with indifference. His sermons showed the character of his intellect in deliberate labor, as his conversation exhibited his mind's recreation.

Morally, Mr. Swett was pure in heart, mind and purpose; and his benevolence was unmeasured, active, persevering, practical. The predominant characteristic of the whole man was active, untiring benevolence. Of course this quality entered largely into

his discharge of pastoral duty, and gave it character and form. Herein lay a great part of the secret of his acceptableness, infiuence and power. Once a friend, he was always a friend. It has often been remarked that when he once gained another's friendship, he never lost it. He constantly grew upon his friends. The repellent points in his character were commonly observable at a few of the first interviews, frequently at first sight; the attractive qualities came out one by one afterwards, and, once seen, were immediately pronounced genuine, and passed current ever after.

There is no room to doubt that he entered the Christian ministry from a decided preference of the holy vocation to all others, and with a view to labor in it, and not to furnish himself with an excuse for exemption from toil; for his talents, attainments, connexions and means afforded him a very wide range in the choice of pursuits, especially among those pursuits whose demand for unwearied effort is far less than that of the ministry. He was stable and persevering in his profession. He made progress, during the few years he was permitted to labor in it, both in respect to his ministrations at the public altar, and in regard to what may be termed the congruities of the profession elsewhere. He was assiduous and faithful in his pastoral visits; and it is said his pastoral visits were religious visits, beyond what has been the prevailing custom of the profession. So far was he from any thing akin to formal and prescriptive demonstrations of reverence or piety in the common intercourse of social life, that it was perhaps necessary to follow him to the pulpit, to his pastoral walks among his own flock, and to the retirement of domestic life, to be fully assured of the depth of his piety, the strength of his Christian faith and hope, and the work of grace which had been wrought in his soul. But those who so followed him, were so assured.

His last illness put the seal and sign manual upon the genuineness of his Christian character and experience. His sufferings were comparatively long, and during much of the time very severe. Those who were about him bear testimony that he was uniformly patient. At an early period of his disease he distinctly discerned its fatal tendency, its almost certain termination; but he retained the same comforting and cheering views of futurity which

he had felt and manifested in comparative health. He continued to call his little family circle together, read the Scriptures, and present the daily offering of thanksgiving and prayer, even after his diminished strength and the severity of his sufferings would not admit of his standing or sitting in an upright position, and until a very few days preceding his death. His last words, as reported to the writer, were an inquiry of the friends standing by, if his wife, whose situation did not admit of her being present, knew 'his danger and how much he suffered,' to which he added, upon receiving a negative answer, an expression of satisfaction in their kind and considerate reserve, and spake not again. The ruling principle, benevolent concern for others' safety and comfort, was manifested even in death.

It has been very far from the intention of the writer of this brief notice to extenuate any failing or exaggerate any virtue of his departed friend and brother; far from his purpose to give a complete sketch of a character, which he deems well worthy of study and full delineation by those who may be competent to the work. But he felt that a tribute to his memory was due; and also a testimony, that there has been a man among us who was decidedly and eminently a whole and individual man, who thought and acted of himself-from his own inward promptings and in view of his individual responsibleness, but less for himself and more for others, than almost any whom he has left to toil on in earth's pilgrimage and finish their course.

We may not say that our departed friend, if he had lived out the whole term of three score years and ten, would certainly have fulfilled all the sanguine expectations of his attached and admiring friends. But we may say, and do say, that he was constantly confirming these expectations and making progress in their fulfilment; that he set in motion an influence which will long be felt and cherished by his parishioners and particular friends; that he gave an example, in many things, which we ought to imitate as well as to remember; that he did not live and die and give no sign or token; and that among the many things which he attained and exemplified the "one thing needful" was not rejected or forgotten, but sought, chosen and made his own.

D. D.

NOTICES OF RECENT PUBLICATIONS.

THE SCHOOL AND THE SCHOOLMASTER.

A Manual for the Use of

Teachers, Employers, Trustees, Inspectors, &c. &c. of Common Schools. In two Parts. Part I. By Alonzo Potter, D. D. of New York. Part II. By George B. Emerson, A. M. of Massachusetts. New York: Harper & Brothers. 1842. pp. 538,

12mo.

THERE is good reason to rejoice that this book is destined to a wide circulation; that it is to have a place, as we learn, through the generosity of two of our citizens,* in every school district and within the reach of every reader in both of the States in which its two authors reside. A teacher of considerable experience expressed to us lately his conviction, that the whole present system of education must soon undergo a revolution,—a revolution that may be gradual or sudden, but at any rate thorough. That there is a pressing need for some essential reforms seems to be fully admitted in this volume. False ideas of knowledge, of the modes of gaining it, and the motives for mastering it, and the uses that require it, are clearly exposed; as are also the deficiencies and positive errors of the existing Common School arrangements. At the same time and within the same limits a vast effort is here contributed towards a sure, healthful, permanent improvement. The views are broad, liberal, inviting, generous. They are manly and encouraging; they are enlightened and pure; they are marked by no technicality and no pedantry. A tone of high moral feeling, a spirit of holiness, pervades them. They are more than philosophical-though in a remarkable degree they have this character-they are religious. Indeed they are the one by being the other. They are Christian.

The First Part treats cursorily of the history of Common Schools in America from their establishment by law in Massachusetts in 1647; of their nature and objects and exposures; and of certain points in which they might with great advantage become indebted

*Hon. James Wadsworth of Geneseo, N. Y. and Martin Brimmer, Esq. of Boston.

to the example of institutions abroad. The employment of transient instructors is deprecated as an extreme evil, and is brought into contrast with the more durable condition of things in Prussia. Private schools are discouraged as inconsistent with large, equal, and mutual sympathies. The obviously mechanical and artificial character of the Monitorial or Lancasterian method, so recently and so strangely popular, is fairly exhibited. The Fächer System, - which, by the way, we have often thought might be well applied a little more extensively than it is, in our Theological education— is shewn to be productive of excellent results in the comparatively rare instances where it is practicable. One of the best portions of the treatise is a discussion of the incitements that are brought to bear upon the scholar to urge on his progress; and of the true, just, exalted ends for which all educational exertions should be expended. We are continually teaching the pupil to make low estimates; to regard power, station, wealth, what is called "success in life," as the chief advantage of wisdom, and the spring of the learner's efforts. We are not apt enough, like the Chinese, to inculcate duties rather than rights, and the learning that exalts and dignifies the character rather than that which adds to the estate or increases the emoluments of office.

Of the Second Part it is perhaps sufficient to say, that it brings another proof that he who wrote it is worthy of that noblest praise spoken of him daily by our firesides in the voices of those whose minds he has guided and strengthened and enriched,-that he is not only an exemplification, of what the teacher may become, but also that he is a good man.' He dwells in these pages, eloquently, upon the true teacher's qualities-showing Guizot's eulogium to be no exaggeration; with a scholar's enthusiasm, upon his studies, and themes of thought, and the advantages of his life; with reverence and seriousness, upon his duties-to himself, his pupils, his fellow-teachers and the community; with the intimate familiarity of a long and profound and enlightened experience, upon the principles, the organization, the instruction, and the discipline, of "the school." We can but give the titles of the paragraphs of two chapters. In "moral qualities," the teacher who is fit for his office is described as patient, hopeful, cheerful, unsuspicious, frank, kind, forgiving, just, a lover of children, a lover of his office, a lover of order, a mas